Babington Community College

Scheme of LearningFood Technology

Biscuit Project

Blooms Taxonomy and iPad Use in the Scheme of Learning

Overview of Learning Activity Impact of using iPad Technology

Week 1 UNDERSTANDINGREMEMBERING- recalling prior knowledge of biscuits.

APPLYING- Disassembling of existing biscuit products in order to formulate own ideas.

CREATING- Generating mind map of tasting words based on the senses that are involved with eating/tasting of foods.

Simpleminds: students can use this app. to create a mindmap of sensory words that are used in taste testing of foods. The aim is to come up with as many words as possible then choose the 8 most suitable ones.

Identify main ingredients used in biscuit making. Explain the functions of at least 3 of the main ingredients.

Come up with 8 sensory analysis words (tasting words).

Use tasting words on a star chart.

Students had better engagement with the tasks and use it as a way of competing with each other to see who could create the most elaborate mind map using the most words.Much better perseverance and absorption in the tasks.Students enjoyed the use of ‘Simple Mind+’ to create simple mind maps, they seemed impressed and were motivated to create a visually impressive mind map that they could later refer back to.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Week 2

UNDERSTANDING - interpreting research information and retelling in own words.

QR codeAPPLYING -Students will watch demonstration and imitates each step in the making of the biscuit.

Explain reasons for using food packages. List information that are legally required. Explain the importance of food package.

Students will use a website (google) to locate information that can be found on a food label and different types of materials that are used to make food packages.They will use key note for note taking – by copying some of the reasons for using food packages that they have come up with.

Students must save all work in dropbox.

This app will be used to assist students with the different stages in the making of biscuits using the ‘rubbing in method’. This app allows students to have a video demonstration showing each stage in the making of the biscuits.

Students used google to locate information on packaging; they were quite impressed with the quantity and variation of food packaging. They were able to discuss their own ideas of suitable packaging for their product.Students made their own notes in keynote using the information that they had found on google. This allows for individual learning as well as reciprocal learning as students share information that they have found out.The use of ‘Dropbox’ allowed students to save and view their peers’ pieces of work, establishing a high level of absorption, motivation and perseverance.The students enjoyed the collaboration available through reciprocity and the use of ‘Dropbox’ to share work and ideas.

Students enjoyed the level of engagement that this app allows, they could replay a process as many times as needed without support. This encourages independence and full participation of EAL and new arrival students.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

DropboxGoogle Keynote

Week 3APPLYING-Students will watch demonstration and imitate each step in the making of the biscuit.UNDERSTANDING: demonstrate their understanding of the creaming method by making Viennese biscuits.

EVALUATING- making a judgement about the product and how they work as individuals.

This app will be used to assist students with the different stages in the making of biscuits using the ‘creaming method’. This app allows students to have a video demonstration showing each stage in the making of the biscuits.

The students were very motivated to use the qr code app. It was very good observing them assisting each other by showing how to focus correctly on the codes in order for the app to work. There was a very high engagement and all students showed superb resilience in the task.

Week 5CREATING - students will use previously learnt information to create their own plans for making biscuits.APPLYING: students will use previous knowledge of making plan layout to construct their own.UNDERSTANDING: they will show an understanding of biscuit making by sequencing the making stages in the correct order.

Students will be asked to do their plan using this app. For the low achievers, EALs and new arrivals, the making stages of the biscuit can be done in a scrambled format and they will need to put them in the right order (based on the idea that students will be given a specific recipe to work with). The high achievers are expected to create their own plans; they can either use an existing recipe and adapt it or create their very own based on what they have learnt in previous lessons. Work must be saved in drop box- students will need to access these in the next lesson where they will follow plans to make their final biscuit product.

This enabled lower ability students, EALs and new arrivals to access the task. The students enjoyed this task because it allows them to be creative- EALs and new arrivals were able to add interest to their plan layout after putting them in the correct sequence while the more able added as much details as they wish.This allows the students and I to check their work and make corrections where necessary.

Saving in dropbox enables students to revisit the plan as they did their final cook.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

DropboxComic Life

Babington Community College Scheme of Learning

Long Term Planning

Subject: Food Technology Year Group: 7

Art, Design and Technology operate a rotation model. See module timetable for details.Each D&T teacher explores in depth a section of sub skills of designing, and each also looks in depth at making skills in their focus area.Art is also a part of the KS3 rotational model.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Babington Community College Scheme of Learning

Medium Term Plans

Subject: Biscuits- Design and Make Year group: 7

Context (to include core subject framework objectives where appropriate): In this unit students will further develop their design skills and practical cooking skills. These lessons are based upon the assumption that most students will have some experience of a food-room environment and the tools and practices within. The module is designed to expand students’ knowledge of the key processes in design technology through a design and make task. They will learn how to make basic biscuits, developing different flavour to suit personal taste. They will have the opportunity of making various types using various methods that develops and builds on their learning of tool use and material properties. The design focus areas for this module are research for ideas, making and evaluation.

Context: Biscuits products

Cooking skills: Students will further develop their cooking skills by learning about biscuit making. They will do a project in which they will be asked to create a new biscuit product.

Diet & nutrition: students will be encouraged to make healthier choices when choosing ingredients for the products that they will be making.

Hygiene & Safety: students will expand on their knowledge of self-preparation, safe storage of foods and the safe use of tools and equipment.

Evaluating: Within the National frame work students will be taught evaluating skills;

- asking others opinions, questioning how improvements might be made, justifying selection of ingredients, describe making methods

National Curriculum coverage:

The study of making in food includes:

f. a broad range of practical skills, techniques, equipment and standard

recipes, and how to use them to develop, plan and cook meals and single

or multiple products

g. how to plan and carry out a broad range of practical cooking tasks safely

and hygienically

i. the characteristics of a broad range of ingredients, including their

nutritional, functional and sensory properties.Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Prior Learning Needed for this UnitBasic knowledge of food utensils and the food room layout. An understanding of preparation methods such as creaming, rubbing in, grating, mixing and combining.

Differentiated Learning Outcomes for LA, MA and HA within this Unit

MustStudents will be able to use a range of equipment e.g. ovens and hobs, sometimes in the same recipe. Students will be able to prepare a range of recipes using a range of skills, e.g. kneading, rubbing in, creaming, mixing, combining. Students will be able to follow recipes to make a variety of biscuit products.

Know how to use knowledge of healthy eating to adapt and make biscuit products.

Be able to select and use the correct equipment.

ShouldStudents will also be able to use their own inspiration to add their own individuality to their final biscuit product. Students will be able to relate the theory of ingredient characteristics to enable design/change of recipes. Know how to make their own quality biscuit products and explain hazard and some control points

Understand the need for correct equipment, be able to select it and appropriately combine ingredients.

Understand and experience a range or sensory analysis properties.

Could

Students will be able to explain the impact of their ‘inspirational’ ingredients on the outcome of their products.

Know how to make biscuit products using various methods, and some control points

Understand the need for correct equipment, be able to select it and appropriately combine ingredients.

Know that it is important to evaluate existing products, and form a base of research to design their own products.

Understand and experience a range of sensory analysis properties.

Be able to create new and original flavour suggestions for their biscuit product.

Be able to provide an inspirational ingredient to make an unusual flavoured and unique biscuit product.

Be able to transfer marketing knowledge to own presentation of product.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Progression from this UnitYear 8 food technology – Food choice and healthy eating, celebration cake project and pastry project.

Home Learning Opportunities linked to this Unit

Create a collage using various types of packaging materials, label and include 2 facts about each material.

Babington Community College Scheme of Learning

Assessment For Learning (AfL)

What are the AFL activities? When will they be used in the scheme?

Reviewing previous teacher marks of sub sections for design process and analysing areas for improvement.

Exploration of learning objectives, teacher modelling of expected outcomes.

Self assessment to enable students to review their own learning and reflect on their efforts.

Peer assessment to enable student modelling of good outcomes, giving students the opportunity to reflect on their own work and improve on it.

Product analysis of existing products to enable modelling, research and analysis by students.

Product analysis of class made products

At the beginning of the module.

Towards the start of each lesson/ introduction of new learning or process.

At the end of each major learning episode, and at the end of every lesson.

Towards the conclusion of each major section of individual learning.

Shop bough biscuit product- week 1.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

At the end of every practical lesson.

Building Learning Power (BLP)

What are the AFL activities? When will they be used in the scheme?

Reflection

– looking back at previously learnt processes/concepts and applying knowledge to new situation

– reviewing learning objectives and checking progress against them, including analysis of how to improve over all NOW grade

– use of task magic to recap and reinforce learning– Use of the WOW HOW NOW peer assessment

strategy to reflect and make improvement to work.

Resilience

– explaining the big picture of the project and asking students suggestions on how to proceed

– looking at small sections of the topic, students explore answers to problems to be solved.

Reciprocity

- students share learning of key points to increase their understanding/retention of knowledge

- student teacher/demonstrators help less able in class to confirm their knowledge

- paired work to encourage discussion of task

- group work to make biscuits using different flavours.

-- group/paired work to quickly complete

monotonous tasks such as cleaning and washing up..

Resourcefulness

- students learn new knowledge by exploration of tools and materials to discover their capabilities.

- Students research different resources to find information that can then be analysed for its

Throughout module

Week 1

Week 2

Every lesson.

Week 2

Week 3

Week 3

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

appropriateness in their current situation- Students explore strategies that help them

pick up and retain information that helps to solve their current problems

Week 4

Every practical lesson

Week 2, 5

Week 1, 3, 4

Literacy For Learning (LfL)

What are the LfL activities? When will they be used in the scheme?

Reading and interpreting L.O.

Reading and following recipes

Reading information and identifying key terms and sentences.

Writing up own recipe.

Been able to evaluate products using full sentences.

Ability to verbalize own analysis of existing products.

In all practical lessons.

Week 1 and week 3.

Week 5.

Week 1and week 6.

Week 1 and 5.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Been able to identify and write about aspects of their own design ideas.

Week 4.

Numeracy For Learning (NfL)

What are the NfL activities? When will they be used in the scheme?

Controlling the size and portion of products made.

Using weighing scale and measuring jug to achieve accurate measure and weight of ingredients.

Been able to determine approximate preparation and making time of products.

Been able to work out the cost and selling price of their final product idea.

Every practical lesson.

All practical lessons.

All practical lessons

Week 4

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Babington Community College Scheme of Learning

Short Term Learning PlanLearning

StageLearning

ObjectivesDifferentiated

Learning Outcomes

(Linked to AFs and Assessment

Criteria)

Teaching and Learning Activities

(cross-referenced to AfL, BLP, LfL and

NfL)

Bloom’s Taxonomy

Apps. Differentiated Process for LA and HA(cross-referenced in lesson planning)

LA HA

Week 1a To know what the new project is about and to learn some facts about biscuit making.Students must: know what the design brief is and 3 facts about biscuits.Should: be able to re – write design brief and identify the main ingredients used in biscuit making.Could: Write own design brief showing an understanding of the task, explain the

1. Know what the project is about.

2. Explain design brief.

3. Re-write design brief for the project.

Identify main ingredients used in biscuit making. Explain the functions of at least 3 of the main ingredients.

Episode 1: Introduction to project-what do you know about biscuits? What would you like to learn? Discuss, and include module expectations. Explanation of L. O. ‘Resilience’ by explaining the big picture of the project and giving suggestions on how to proceed.Review: Check understanding.Episode 2: Hand out workbooks. Ask students to look at page 3 and read design brief. Discuss the brief and ensure full understanding before moving on.‘Reflective’ by distilling and drawing out your learning from previous experiences.Review: Students will re write D. brief in own words. A volunteer

Understanding (remembering): recalling prior knowledge of biscuits.

Students will be expected to lead discussion. They should be able to re-write the design brief using their own words. Students will be able to correctly identify main ingredients of biscuits and will be able to describe the function of the main ingredients.

Students should be able to re-writethe design brief for the project. A writing frame will be provided to help in the write up of their own brief. With help they will identify the main ingredients used in biscuit making and give simple description of their uses.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

functions of at least 3 main ingredients that are used in biscuit making.

from each (table) learning set will be asked to read out what they have written.Episode 3: Show students samples of biscuit products- encourage them to think about the main ingredients used and discuss their functions. Teacher need to guide and lead discussion. ‘Resourceful’ by exploring strategies that help you to pick up and retain information.Mini review: students will be given a worksheet -they will need to match the correct functions to the ingredients.Plenary: Using no more than twenty words- summarise what the project is about and what you have learnt about biscuits.LfL

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Week 1b To enable students to understand and appreciate the importance of evaluating existing products and understand a range of sensory analysis properties.At the end of this lesson pupils must:Know 3 reasons for evaluating existing products.Come up with 8 suitable sensory analysis words.Most pupils should:Know 4 reasons for evaluating existing

Come up with 8 sensory analysis words (tasting words).

Give reasons for evaluating products.

Use tasting words on a star chart.

Come up with three qualities that your product will have.

Starter: Draw out a sensory profile (star chart), use exemplar on the board. Use simpleminds app to create a mind map of sensory (tasting) words that are linked to the senses. Unstuck: students will be encourage make use of the word bank that can be found on the back of their booklet. The best work can be projected onto the smart board as an exemplary.Episode 1: Explain task-taste testing 3 totally different biscuit to analyse existing products, to form research for own biscuit designs.-Show biscuits and biscuit packaging and discuss some reasons for testing existing products.-As a class decide on tasting words to put onto sensory profile-do on board as a class.(Encourage

Creating and analysing

Simpleminds: students can use this app. to create a mindmap on the senses and their relationship to tasting words. This can also be done using paper.

Students will come up with two tasting words for each TATA words (taste, aroma, texture, appearance).Will taste the three biscuit products and will be able to rank tasting preference on a star chart without help.They will also come up with 5 reasons for evaluating existing products and will explain how doing this exercise will help them with the project.

Students will come up with tasting words when prompted or will use unstuck- word bank, they will plot their taste preference of the three products on the star chart and say what they like/dislike about the products and be able to suggest simple improvements.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

products. Use sensory analysis words to plot a star chart. (point radar graph), suggest improvements to products tested.Some pupils could:Come up with 5 reasons for evaluating existing products, plot a star chart using sensory analysis properties, suggest improvements to products tested and analyse the use of this research.

Could know 5 reasons for evaluating existing products.

descriptive words that relate to taste, aroma, texture or appearance-TATA).Episode 2Taste test 1st biscuit as a class.-All taste a small piece of the 1st biscuit-Discuss with a partner/ as a class the sensory analysis properties of the biscuit-Rate the biscuit using the sensory profile (star chart).Taste test 2nd and 3rd biscuits as individuals- complete star chart.Students should say which is their favourite biscuit and why.Discuss the importance of evaluating existing products in the food industry. Review: Quiz students on what they have found out about the products that they never know before. Add

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Suggest improvements that could be made to the products.

responses to reasons for testing existing products. Resourceful’ in learning new knowledge by exploring products to discover their characteristics.Extended taskQuick design task- Design a biscuit product that would be suitable for a sport person on the go.-Think about the nutrients that a sport person need- Think about how it could be carried while they are on the move.-Design the biscuit on paper.SS-Design a biscuit product for a sport person

‘Resilience’ managing distractions and persevering with tasks.Plenary:Mini presentations to the rest of the class show and explain biscuit design.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

LfLNfL

Testing existing products.LFL

Week 2a To understand why we used food packaging.StudentsMust: know 2 reasons for using food packaging. Know 3 information that is legally required on a label.Should: know 4 reasons for using food packaging. Know 6 information that is legally required on a label.Could: explain 5

Explain reasons for using food packages. List information that are legally required. Explain the importance of food package.

Starter: key word bingo- Provide students with a table containing 15 spaces.Allow students to copy off 15 words from a list that will be placed on the interactive white board- included in the list of words will be words that relates to food labelling.Reading and explanation of L. Objectives.Episode 1:Re introduce I Pads to students. Get all students to log on to dropbox and load the PP for the lesson.They will use google to research information that can be found on a food label.

Understanding- interpreting research information and retelling in own words.

Students will use a website (google) to locate information that can be found on a food label and different types of materials that are used to make food packages

Key note

Students will give at least 8 information that are legally required on food label. They will be able to give at least 4 different materials that food packaging can be made and state the importance of using food packages.

They will give at least 5 information that are legally required and will give some example of different materials that food packaging can be made from. They will be able to state the importance of using food packages.Lower ability students, EALs and new arrivals could be given food packages to examine instead of using iPads if they are finding it difficult.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

reasons for using food packaging. Know 6 information that is legally required on a label and their importance.

Review: Guide students in identifying information that is legally required.Students need to make note of this information using keynote or plain paper.Episode 2:Using google (www.google.co.uk) students need to find out about different types of materials that food packages are made from. As a class they need to discuss the advantages and disadvantages of the various materials.This exercise should lead into a discussion on the reasons for using food packaging.Allow students to copy some of the reasons for using food packages that they have come up with, this can be paper based on keynote can be used.Plenary:Students to

They will use key note for note taking.

Drop box

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

summarise what they have learnt about food packages including legal information required and reasons for using food packages. Students could also share with the class the most suitable package that could be used for their product.Reflection LfL

Teacher to remind students to save all work in dropbox.

Week 2b At the end of the lesson Students must:Know how to make shortbread biscuits using short crust pastry.Should be able to choose suitable tools, using them with care and confidence.Could

Make short bread biscuits using the rubbing in method.Evaluate product and make suggestions for improvements.

Episode 1: Explanation of L.O. and expectations for lesson. Self-preparation, collect equipment and ingredients.Review: Check understanding ‘Reflective’ by distilling and drawing out your learning from previous experiences.

Episode 2: Demonstration1. Teacher will demonstrate stages

Applying-Students will watch demonstration and imitates each step in the making of the biscuit.

QR codes: This app will be used to assist students with the different stages in the making of biscuits using the ‘rubbing in method’. This app

Students will produce high quality shortbread biscuits using the rubbing in method, choosing and using the correct tools with confidence without help.They will evaluate the product and say how doing this exercise will help in the project.

Students will produce shortbread biscuits using the rubbing in method with some help. They will use QR codes in the form of ‘unstucks’.They will evaluate by stating what’s good or not so good about the product.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

evaluate product, suggesting other products that this pastry could be used to make.

in the making process of shortbread biscuits1. Students will imitate teacher and produce shortbread biscuits. ‘Resilience’ by sticking to the task although it may be difficult in parts.QR Codes will be made available for students to access as and when they are needed. To view a stage in the making process students only need to tap onto the QR code app. and bring it in line with the pre prepared code.Episode 3: Evaluate product and suggest improvements. Evaluation sheets will be handed out to students.Plenary:One student from each table will share their evaluation with the class. LfL NfL

allows students to have a video demonstration showing each stage in the making of the biscuits. This will be helpful to EAL or new arrivals.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Week 3a To gain understanding of what is a specification and be able to write your own.Students Must: Know what a specification is and how to write one.Level 5Should: Know what is a specification and how to write one using key words. Level 6Could: Know what is a specification and how to write one using key words.Be able to justify specifications.

1. Explain the term specification.2. Come up with at least 5 qualities that your completed product should have.3. Justify each qualities-specification.

Starter: Key words bingo

Episode 1:1. Learning O.

explanation2. Explanations

of key words- match key words with definitions (this could be group work).

Review: check understanding

Episode 2:1. Discussion-

What are the specifications for a board maker- use key words.

2. Write up own specifications for intended biscuit product- students may need to refer to their design brief before commencing the work.

-Remember to justify each specification.

Plenary: -Using own words say what

Students will take lead in discussion. They will correctly match key words with definitions and will be able to write their own specification justifying each point

Scaffolded work sheets will be provided. Students may need help in matching key words with definitions-if working in groups ensures that a more able student is included in the groupings. Students will use key words to complete a simple specification.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

is a specification.-Share with class own specification.BLP- ReflectionLfL

Week 3b Must know how to make Viennese biscuit using the creaming method.Be able to describe what you have done and what you could do better.Level 5)Should know how to complete a realistic plan for Viennese biscuits and be able to follow the making plan.Be able to identify weaknesses in your product and how it could be improved. (Level 6)Could be able to include a

Complete plans for Viennese biscuits.Students will observe teacher then make own biscuits in pairs using the creaming method.They will complete an evaluation.

Episode 11. Learning objectives explanation.2. demonstration- Viennese biscuits.Review: check understanding; give students the chance to explain the making process.Episode 2- planning1. Complete making plan – include tools, control and hygiene points, and timings.Episode 3- Making and evaluation

1. Follow plan and make Viennese biscuits- work in pairs

2. Evaluate biscuits

Plenary: present biscuits, share evaluation with class.ReciprocityLfl NfL

Applying-Students will watch demonstration and imitate each step in the making of the biscuit.Understanding: demonstrate their understanding of the creaming method by making Viennese biscuits.

Evaluating: making a judgement about the product.

Qrcodes: This app will be used to assist students with the different stages in the making of biscuits using the ‘creaming method’. This app allows students to have a video demonstration showing each stage in the making of the biscuits. This will

Students will make a detail plan for Viennese biscuits. They will take the lead and make quality biscuits using the creaming method and will complete an evaluation.

Students will complete a making plan. They will make Viennese biscuits with some help (QR codes) and will complete an evaluation.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

range of tools and equipment, ingredients and processes in your plan and explain all stages of making.Be able to identify weaknesses and how to overcome them. (Level 7)

be helpful to EAL or new arrivals.

Week 4 Must be able to come up with 4 ideas for your biscuit product based on your specification. (Level 5)Should be able to clearly explain your ideas using words and sketches. (Level 6)Could be able to develop a chosen idea

Use learning to inform development of ideas for own product.

Starter: Get students to recall main ingredients used in biscuit making as well as other ingredients that they could use.Students must be given the opportunity to look at their specification-remind students that their design ideas must reflect their specification.Learning objectives explanation.Review: Students to share what they have written- whole

Creating- Students will use information that has been previously learnt to create own biscuit ideas.Evaluating – Judging and critiquing their peer’s work.

Students will have 4 design ideas that are detailed- labelled, colour added, main ingredients,making method,other ingredients used.Their developed idea will include detail information regarding idea choice and reasons for choice.

Students will have 4 design ideas that are labelled, colour added, main ingredients,making method,other ingredients used.EAL students may need visuals to help generate ideas.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

giving reasons for choice and explain the changes you have made. ( level 7)

class assessment. Check understanding.Episode 1- Design ideas1.Come up with 4 suitable ideas for biscuit product- label each idea, add colour. Main ingredients. Making method. Other ingredients used. DecorationsReview: Peer assessment: WOW HOW NOW using a set of criteria.Episode 2:Students to look over work that has been assessed by their peers and make improvements. Choose favourite idea andfurther develop it.Include: changes that have been made and reasons for them, label and add colour-Plenary: Share with class your ideas and reasons for your chosen idea,Reciprocity

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

ReflectionLfL NfL

Week 5a To be able to write a detail making plan for chosen biscuit product.Must Be able to produce a step by step plan for your biscuit product. (Level 4)Should create a detail plan that includes quantity of ingredients, equipment and safety and hygiene control points. (Level 5)Could produce a plan that predicts the time needed to carry out the main stages of making. (Level 6)

Produce a detailed making plan.

Starter:Task magic- equipmentLearning objectives explanation.Review: check understandingEpisode 1- planningLog on to I pads. Students will use comic life to create a comic strip showing the sequence in which their biscuit product will be made. . they must include tools, control and hygiene points, and timings.Review: Is your plan realistic, detailed??? How do you know?Teacher will PINNs mark the making plan.

Students must use drop box to save work.

Creating- students will use previously learnt information to create their own plans for making biscuits.Applying: students will use previous knowledge of making plan layout to construct their own.Understanding: they will should an understanding of biscuit making by sequencing the making stages in the correct order.

Students will be asked to do their plan using this app. This will enable lower ability students, EALs and new arrivals to access the task. For the low achievers, EALs and new arrivals, the making stages of the biscuit can be done in a scrambled format and they will need to put them in the right order. The high achievers are expected to create their

Students will produce a plan for making their biscuit product with ingredients, process, hygiene and quality control points as well as timings for each stage in the making process.

Students will produce a plan for making biscuit products that includes ingredients, process, hygiene and quality control points.For the low achievers, EALs and new arrivals, the making stages of the biscuit can be done in a scrambled format and they will need to put them in the right order.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

own plans, they can either use an existing recipe and adapt it or create their very own based on what they have learnt in previous lessons.

Week 5b Students must:Know how to make chocolate chips biscuits.Should be able to choose suitable tools, using them with care and confidence.Could work safely, shape and combine ingredients with confidence.

Make quality chocolate chips biscuits.

Starter: Explanation of L.O. and expectations for lesson.Episode 1:Self-preparation, collect equipment and ingredients.Review: Check understanding Episode 2: Demonstration1. Teacher will demonstrate stages in the making process of chocolate chip biscuits. Students could suggest ingredients that could be used to make a healthier biscuit.2. Students will imitate teacher and produce biscuits.Episode 3: Evaluate product

Students will produce high quality chocolate chip biscuits (without help).They will evaluate the product suggesting other ingredients that could be used to make a healthier biscuit.

Students will produce chocolate chip biscuits with some help. They will evaluate by stating what’s good or not so good about the product.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

and suggest improvements. Evaluation sheets will be handed out to students.Plenary:Students will present their biscuits and 1 student from each table will share their evaluation with the class.

‘Resilience’ by sticking to the task although it may be difficult in parts.ResourcefulnessReciprocityLfL NfL

Notes for this lesson: Teacher needs to remind students to bring inspirational ingredients that they will need for their product in the next lesson.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Week 6 Must -Choose and use tools with accuracy.Say what you have done and what you could do better.(Level 5)Should choose and used a range of tools and equipment.Identify strengths and weaknesses in your product. (Level 6)Could-Explain all stages of making in detail including why equipment was chosen.-Evaluate what went well and what could be improved. (level 7)

Follow making plans to make biscuit product.Biscuit product must reflect specification. Evaluate product as well as module.

Starter: self preparation, collect ingredients and equipment. Learning objectives explanation.Review: Check understanding.Episode 1Follow plan and make biscuit product- remind students to follow their plans- They can access drop box.Wash, dry and pack away.Episode 2:Present completed products for group evaluation. Students need to examine products and give positive feedback to their peer.Individually evaluate product against specification- use format in workbook, the more able could do their own.Review: A student from each table (learning set) could share their evaluation.Episode 3: Students need to complete an overall

Creating- students will use previously learnt information to create their own plans for making biscuits.Evaluating – Judging and critiquing their’ s and their peer’s work.

Drop box

The more able students will produce a quality product which demonstrate their understanding of the brief and specification. They will support other students who may struggle with the task.They will complete a detail evaluation. They will independently complete the teacher and peer assessment sheet

Students will produce a quality product that more or less reflects the specification.They will also complete an evaluation of the product and project.They will complete the teacher and peer assessment with some guidance.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

evaluation of project include self and peer assessment- front of workbook.Plenary: Students to share what level they have given themselves and why.

ReciprocityLFL NFL

Developing the Use of iPads to Support the Learning Process: Food Technology SoL

Babington Community College

Other Cross Curricular Links

ICTUse of internet to research existing products and packaging.

Use of data bases for analysing recipes.

WRL

Basic food preparation and cooking skills transferable to work place and as a life skill

CitizenshipPride in own work and achievements, taking home food made in school to share with families.

Showing respect and working with other students.

2.1b Research, plan and undertake enquiries into issues and problems using a range of information sources.

2.2a Express and explain their own opinions to others through discussions, formal debate and voting.

4c Work individually and in groups, taking on different roles and responsibilities

Developing the Use of iPads to Support the Learning Process: Food Technology SoL by Babington Community College is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

Developing the Use of iPads to Support the Learning Process: Food Technology SoL